Citations (94)
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Emma Vaccari, Joyce Moonen-van Loon, Cees Van der Vleuten, Paula Hunt & Bruce McManus. (2023) Marking parties for marking written assessments: A spontaneous community of practice. Medical Teacher 0:0, pages 1-7.
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Riina Koris & Rauno Pello. (2023) We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation. Assessment & Evaluation in Higher Education 48:5, pages 736-747.
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Suzi Syme, Charmaine Davis & Chris Cook. (2021) Benchmarking Australian enabling programmes: assuring quality, comparability and transparency. Assessment & Evaluation in Higher Education 46:4, pages 572-585.
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Calvin Jephcote, Emma Medland & Simon Lygo-Baker. (2021) Grade inflation versus grade improvement: Are our students getting more intelligent?. Assessment & Evaluation in Higher Education 46:4, pages 547-571.
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Emma Medland. (2019) ‘I’m an assessment illiterate’: towards a shared discourse of assessment literacy for external examiners. Assessment & Evaluation in Higher Education 44:4, pages 565-580.
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Neil Murray & Gerard Sharpling. (2019) What traits do academics value in student writing? Insights from a psychometric approach. Assessment & Evaluation in Higher Education 44:3, pages 489-500.
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Jongyi Hong. (2017) A method for identifying the critical success factors of CoP based on performance evaluation. Knowledge Management Research & Practice 15:4, pages 572-593.
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Daniel Zahra, Iain Robinson, Martin Roberts, Lee Coombes, Josephine Cockerill & Steven Burr. (2017) Rigour in moderation processes is more important than the choice of method. Assessment & Evaluation in Higher Education 42:7, pages 1159-1167.
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Alan Carter & Ann-Marie Bathmaker. (2017) Prioritising progression over proficiency: limitations of teacher-based assessment within technician-level vocational education. Journal of Further and Higher Education 41:4, pages 460-474.
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Denise Beutel, Lenore Adie & Margaret Lloyd. (2017) Assessment moderation in an Australian context: processes, practices, and challenges. Teaching in Higher Education 22:1, pages 1-14.
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Peter Grainger, Lenore Adie & Katie Weir. (2016) Quality assurance of assessment and moderation discourses involving sessional staff. Assessment & Evaluation in Higher Education 41:4, pages 548-559.
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Sue Bloxham, Birgit den-Outer, Jane Hudson & Margaret Price. (2016) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education 41:3, pages 466-481.
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Brendan O’Connell, Paul De Lange, Mark Freeman, Phil Hancock, Anne Abraham, Bryan Howieson & Kim Watty. (2016) Does calibration reduce variability in the assessment of accounting learning outcomes?. Assessment & Evaluation in Higher Education 41:3, pages 331-349.
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Emma Medland. (2016) Assessment in higher education: drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education 41:1, pages 81-96.
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Nicky Meer & Amanda Chapman. (2015) Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE 0:0, pages 1-15.
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Sue Bloxham, Jane Hudson, Birgit den Outer & Margaret Price. (2015) External peer review of assessment: an effective approach to verifying standards?. Higher Education Research & Development 34:6, pages 1069-1082.
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Henrik Engström. (2015) A model for conducting and assessing interdisciplinary undergraduate dissertations. Assessment & Evaluation in Higher Education 40:5, pages 725-739.
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Matthew Bamber. (2015) The impact on stakeholder confidence of increased transparency in the examination assessment process. Assessment & Evaluation in Higher Education 40:4, pages 471-487.
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Malcolm Tight. (2015) Theory application in higher education research: the case of communities of practice. European Journal of Higher Education 5:2, pages 111-126.
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Ian P. Herbert, John Joyce & Trevor Hassall. (2014) Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability. Accounting Education 23:6, pages 542-561.
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Rebecca J. Howell. (2014) Grading rubrics: hoopla or help?. Innovations in Education and Teaching International 51:4, pages 400-410.
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Kim Watty, Mark Freeman, Bryan Howieson, Phil Hancock, Brendan O’Connell, Paul de Lange & Anne Abraham. (2014) Social moderation, assessment and assuring standards for accounting graduates. Assessment & Evaluation in Higher Education 39:4, pages 461-478.
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Sonia Walker & Julia Hobson. (2014) Interventions in teaching first-year law: feeding forward to improve learning outcomes. Assessment & Evaluation in Higher Education 39:3, pages 326-338.
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Jan Kohoutek. (2014) European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic. Assessment & Evaluation in Higher Education 39:3, pages 310-325.
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Karen Handley, Birgit den Outer & Margaret Price. (2013) Learning to mark: exemplars, dialogue and participation in assessment communities. Higher Education Research & Development 32:6, pages 888-900.
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Amani Bell, Rosina Mladenovic & Margaret Price. (2013) Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education 38:7, pages 769-788.
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Fiona
L. Bird & Robyn Yucel. (2013) Improving marking reliability of scientific writing with the Developing Understanding of Assessment for Learning programme. Assessment & Evaluation in Higher Education 38:5, pages 536-553.
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Kerry Wimshurst & Matthew Manning. (2013) Feed-forward assessment, exemplars and peer marking: evidence of efficacy. Assessment & Evaluation in Higher Education 38:4, pages 451-465.
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Rosemary Thomson. (2013) Implementation of criteria and standards-based assessment: an analysis of first-year learning guides. Higher Education Research & Development 32:2, pages 272-286.
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Richard Tucker. (2013) The architecture of peer assessment: do academically successful students make good teammates in design assignments?. Assessment & Evaluation in Higher Education 38:1, pages 74-84.
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Anna Logan. (2012) Improving personal voice in academic writing: an action inquiry using self-reflective practice. Reflective Practice 13:6, pages 775-788.
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Larike
H. Bronkhorst, Liesbeth
K.J. Baartman & Karel
M. Stokking. (2012) The explication of quality standards in self-evaluation. Assessment in Education: Principles, Policy & Practice 19:3, pages 357-378.
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Sue Bloxham & Pete Boyd. (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal 38:4, pages 615-634.
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Abby Cathcart & Larry Neale. (2012) Using Technology to Facilitate Grading Consistency in Large Classes. Marketing Education Review 22:1, pages 11-14.
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Margaret Price, Jude Carroll, Berry O’Donovan & Chris Rust. (2011) If I was going there I wouldn’t start from here: a critical commentary on current assessment practice. Assessment & Evaluation in Higher Education 36:4, pages 479-492.
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Jonathan Tummons. (2011) ‘It sort of feels uncomfortable’: problematising the assessment of reflective practice. Studies in Higher Education 36:4, pages 471-483.
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Mantz Yorke. (2011) Summative assessment: dealing with the ‘measurement fallacy’. Studies in Higher Education 36:3, pages 251-273.
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Kerry Hunter & Peter Docherty. (2011) Reducing variation in the assessment of student writing. Assessment & Evaluation in Higher Education 36:1, pages 109-124.
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Karen Handley & Lindsay Williams. (2011) From copying to learning: using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education 36:1, pages 95-108.
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Jonathan Tummons. (2010) The assessment of lesson plans in teacher education: a case study in assessment validity and reliability. Assessment & Evaluation in Higher Education 35:7, pages 847-857.
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Patricia Cartney. (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education 35:5, pages 551-564.
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Merrilyn Goos & Clair Hughes. (2010) An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities. Assessment & Evaluation in Higher Education 35:3, pages 315-324.
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Judy Nagy & Tony Burch. (2009) Communities of Practice in Academe (CoP‐iA): understanding academic work practices to enable knowledge building capacities in corporate universities. Oxford Review of Education 35:2, pages 227-247.
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Sue Bloxham. (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment & Evaluation in Higher Education 34:2, pages 209-220.
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Suellen Shay. (2008) Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education 13:5, pages 595-605.
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Peter Williams. (2008) Assessing context‐based learning: not only rigorous but also relevant. Assessment & Evaluation in Higher Education 33:4, pages 395-408.
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Martin Johnson. (2008) Exploring assessor consistency in a Health and Social Care qualification using a sociocultural perspective. Journal of Vocational Education & Training 60:2, pages 173-187.
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Sue Bloxham & Amanda West. (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12:1, pages 77-89.
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Articles from other publishers (46)
Adam Hasan & Bret Jones. (2024) Assessing the assessors: investigating the process of marking essays. Frontiers in Oral Health 5.
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Ya-Ping (Amy) Hsiao, Gerard van de Watering, Marthe Heitbrink, Helma Vlas & Mei-Shiu Chiu. (2023) Ensuring bachelor’s thesis assessment quality: a case study at one Dutch research university. Higher Education Evaluation and Development.
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Tessa Fulton, Kerry Myatt, Garry W Kirwan, Courtney R Clark & Megan Dalton. (2023) Rating of physiotherapy student clinical performance in a paediatric setting: are assessors consistent in their rating of a simulated clinical student performance?. BMC Medical Education 23:1.
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Masoomeh Taghizadeh & Golnar Mazdayasna. (2023) Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content. Heliyon 9:1, pages e12857.
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Jeanne O'Connell. (2022) Using a logic model to evaluate rater training for EAP writing assessment. Journal of English for Academic Purposes 60, pages 101160.
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Brian Poole. (2022) Moderation: concept and operationalisation in UK universities. Quality Assurance in Education 30:4, pages 464-476.
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Aaron Tham, Benjamin Lucca Iaquinto & Sally Driml. (2022) Navigating external referencing through COVID-19 disruptions - Teaching tourism policy and planning in Australia and China. Journal of Hospitality, Leisure, Sport & Tourism Education 30, pages 100350.
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Masoomeh Taghizadeh & Golnar Mazdayasna. (2022) Language Assessment Courses: An Investigation of the Course Instructors’ Pedagogical and Assessment Practices. Education Research International 2022, pages 1-12.
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Karin Stolpe, Lars Björklund, Mats Lundström & Maria Åström. (2021) Different profiles for the assessment of student theses in teacher education. Higher Education 82:5, pages 959-976.
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Benjamin Milbourna, Melissa H Black, Tomomi Mcauliffe, Melissa Scott & Angus Buchanan. (2021) Exploration of collaboration with university students in marking and moderation. International Journal for Innovation Education and Research 9:10, pages 228-245.
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Aekaterini Mavri, Andri Ioannou & Fernando Loizides. (2020) Design students meet industry players: Feedback and creativity in communities of practice. Thinking Skills and Creativity 37, pages 100684.
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Jen Ross, Jen Scott Curwood & Amani Bell. (2020) A multimodal assessment framework for higher education. E-Learning and Digital Media 17:4, pages 290-306.
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Stephanie Wyse, Ben Page, Helen Walkington & Jennifer L. Hill. (2019) Degree outcomes and national calibration: Debating academic standards in UK Geography. Area 52:2, pages 376-385.
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Vidar Gynnild. (2020) Læringsutbyttebeskrivelse som profesjonell utfordring:En metastudie. Norsk pedagogisk tidsskrift 104:1, pages 59-71.
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Hamish CoatesHamish Coates. 2020. Higher Education Design. Higher Education Design
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Sean Gehrke & Adrianna Kezar. (2018) Perceived Outcomes Associated with Engagement in and Design of Faculty Communities of Practice Focused on STEM Reform. Research in Higher Education 60:6, pages 844-869.
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Johanna Ulfvarson, Lena Oxelmark & Maria Jirwe. (2018) Assessment in clinical education: A comparison between a generic instrument and a course-specific criterion-based instrument. Nordic Journal of Nursing Research 38:4, pages 220-226.
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José-Luis Menéndez-Varela & Eva Gregori-Giralt. (2018) Rubrics for developing students’ professional judgement: A study of sustainable assessment in arts education. Studies in Educational Evaluation 58, pages 70-79.
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Peter G. Arthur, Reza Zareie, Paul Kirkwood, Martha Ludwig & Paul V. Attwood. (2017) Grade distribution digests: A novel tool to enhance teaching and student learning in laboratory practicals. Biochemistry and Molecular Biology Education 46:2, pages 130-140.
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Jeffrey Chi Hoe Mok & Anita Ann Lee Toh. (2015) Improving the ability of qualitative assessments to discriminate student achievement levels. Journal of International Education in Business 8:1, pages 49-58.
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Marco G. Ercolani & Joanne S. Ercolani. (2014) Watching the watchmen: A statistical analysis of mark consistency across taught modules. International Review of Economics Education 17, pages 17-29.
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